Problematizações interdisciplinares de práticas matemáticas sobre o açaí na formação inicial de professores da/na Amazônia paraense.

Abstract

This research adopts grammatical-deconstructionist therapy as its main approach, grounded in a self-reflective, questioning, and open dialogue. This format allows for the practice of decoloniality in shaping a transgressive writing, free from classic models of research reports. The questions raised were formulated during the production and study of the dissertation, aimed at problematizing the themes addressed. Our objective was to problematize, in an undisciplined manner, the sociocultural practice of consumption, production, and use of açaí with future teachers, and to identify the effects and emotions generated by such problematization. A course was organized at the Institute of Mathematical and Scientific Education of the Federal University of Pará (IEMCI-UFPA), consisting of four biweekly meetings on "Teaching Mathematical Practices in/of the Pará Amazon: The Case of Açaí," starting with a cultural research archive composed of clarification notes, videos, audios, images, reports, hyperlink and transcriptions about the practice of açaí. The analysis adopted a decolonial and undisciplined perspective, using transcripts from the meetings as a reference. The selection criteria considered the approach to the practice of açaí and its effects on human lives and other natural beings, providing insights for reflection along with academic literature. The research reveals cultural, environmental, social, and economic erasures resulting from the project of coloniality in the sociocultural practice of açaí, impacting biodiversity and the food and cultural reference in the Pará Amazon